Associations Between Classroom Language Composition, Teacher Social-Emotional Support, and Dual Language Learning Preschoolers' Social Behaviors

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Abstract

This secondary analysis tested longitudinal associations between classroom language composition and social behaviors for Spanish-speaking preschoolers in Head Start classrooms where English was the only instructional language. Moderating effects of classroom teacher social-emotional support were also explored. An increased classroom concentration of shared-language peers was associated with increases in DLLs’ problem behaviors in classrooms with highest levels of teacher support, but declines in DLLs’ problem behaviors in classrooms with lowest levels of teacher support. Findings highlight the value of shared-language peers in particular contexts and point to the need for further research of the impacts of the linguistic composition of classrooms on DLLs’ social development in early childhood settings.

Author

• Caitlin Tara Malloy, Boston College